Gender Differences in Grade 12 Students’ Engagement in STEM Subjects: A Case Study of One Specialized School in South Kazakhstan
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Date
2020
Authors
Dauletiyarova, Akmaral
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Publisher
Nazarbayev University Graduate School of Education
Abstract
School engagement is considered vital for students’ motivation and their academic performance. However, a significant decline in student engagement has been observed in most countries across the globe, especially in the field of STEM (Science, Technology, Engineering, and Mathematics). Several empirical studies suggest numerous individual and contextual factors, influencing student engagement in STEM, with gender and age being the most significant issues affecting school engagement (Martin, 2007; Nako, 2015). Therefore, it is crucial to investigate how student engagement is gendered because a deeper understanding of this would help identify ways of mitigating student alienation and dissatisfaction with school in general and STEM in particular, since women are underrepresented in STEM occupations around the world. This qualitative study explores the ways gender differences are played out in school engagement in STEM subjects in Kazakhstan. Since enhancing women’s participation in STEM is a policy priority in Kazakhstan, identifying what supports the engagement of girls and boys in STEM and what weakens it could potentially identify strategies at different levels and for different actors to enhance the recruitment of both men and women in STEM subjects. First, the study examines the concept and nature of school engagement. Second, the study explores gender disparities in student engagement. Two focus group discussions with Year 12 students of one specialized school were conducted using a purposeful sampling method to examine the specified issues in depth. The findings revealed that student engagement in STEM is not a fixed, but a fluid state that varies depending on several factors including gender. Certain student norms of behavior, including solving problems and adhering to classroom rules were found highly gendered. Societal norms on gender, gendered classroom norms, and the future utility of STEM can explain gender differences in student engagement. The findings also indicate that applying practical work, solving problems, group work and having competitions might enhance the engagement of both girls and boys in STEM subjects.
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Keywords
student engagement, STEM, gendered academic disciplines, gendered norms, teacher exposition, Kazakhstan